Room 2 brainstormed words about their environment at home and school.
This class began their recycling unit by defining rubbish. The students wrote their own individual words on post-it notes and added them to the class Define map.
Room 13 began the term by defining Conservation using yellow post-its. The following week the middle of the define map was changed to Predators using green post-it notes. You can clearly see what has been moved and added.
Our Learning Support Class (Room 4) used a Define map to place pictures about their class fish tank that were relevant and not relevant.
Students in the Middle Syndicate began by defining their environment. In their next Define map they changed the middle to natural features, moved some words to non-relevant and added new words to relevant.
Teacher questions to scaffold students completion of a Define map for Conservation Who are some of the people that might be involved in conservation? What do these people do to help conservation? Who or what is conservation about? Why do we need to worry about conservation?
Each student to write a definition of conservation and use the define rubric to analyse the SOLO stage their definition represents.
Room 15 defined man made and natural features using pictures from the school environment.
Footprints on Our Environment
Junior Syndicate Exemplars
Middle Syndicate Exemplars
Senior Syndicate Exemplars
Our Learning Support Class (Room 4) used a Define map to place pictures about their class fish tank that were relevant and not relevant.
completion of a Define map for
Conservation
Who are some of the people that might be involved in conservation?
What do these people do to help
conservation?
Who or what is conservation about?
Why do we need to worry about
conservation?
Each student to write a definition of conservation and use the define rubric to analyse the SOLO stage their definition represents.
Room 15 defined man made and natural features using pictures from the school environment.